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Preschool Teachers' Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model.

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Title: Preschool Teachers' Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model.
Authors: Li, Tingting1 (AUTHOR), Zhao, Ran1 (AUTHOR), Sun, Wenwen1 (AUTHOR), Zhou, Yue1 (AUTHOR), Zhou, Peiling1,2 (AUTHOR) zhoupl@vip.henu.edu.cn
Source: Early Childhood Education Journal. Jun2025, Vol. 53 Issue 5, p1717-1727. 11p.
Subject Terms: *Career development, *Preschool teachers, *Early childhood teachers, *Early childhood education, *Preschool children, Job involvement, Organizational resilience, Social stigma
Abstract: The profession of early childhood education is often dismissed as unimportant or unworthy of respect. Preschool teachers' occupational stigma consciousness has been shown to be associated with lower work engagement, but the mechanism of this association is unclear. Most research has focused on individual or organizational factors, with little consideration of individual-organization interactions. To address this shortcoming, we surveyed 1,672 preschool teachers in Henan Province, China, using the Occupational Stigma Consciousness Scale, Preschool Teacher Work Engagement Questionnaire, Connor‐Davidson Resilience Scale, and Perceived Organizational Support Scale. The results of regression-based analyses supported a moderated mediation model in which preschool teachers' occupational stigma consciousness predicted lower work engagement through the mediating effect of low resilience. Preschool teachers' perceived organizational support moderated this process by strengthening the positive association between resilience and work engagement. This study provides insight into the negative impact of occupational stigma consciousness can be mitigated by building resilience and giving organizational support, which has potential applications for the professional development of early childhood education teachers. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Preschool Teachers' Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Job+involvement%22">Job involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+resilience%22">Organizational resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+stigma%22">Social stigma</searchLink>
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  Data: The profession of early childhood education is often dismissed as unimportant or unworthy of respect. Preschool teachers' occupational stigma consciousness has been shown to be associated with lower work engagement, but the mechanism of this association is unclear. Most research has focused on individual or organizational factors, with little consideration of individual-organization interactions. To address this shortcoming, we surveyed 1,672 preschool teachers in Henan Province, China, using the Occupational Stigma Consciousness Scale, Preschool Teacher Work Engagement Questionnaire, Connor‐Davidson Resilience Scale, and Perceived Organizational Support Scale. The results of regression-based analyses supported a moderated mediation model in which preschool teachers' occupational stigma consciousness predicted lower work engagement through the mediating effect of low resilience. Preschool teachers' perceived organizational support moderated this process by strengthening the positive association between resilience and work engagement. This study provides insight into the negative impact of occupational stigma consciousness can be mitigated by building resilience and giving organizational support, which has potential applications for the professional development of early childhood education teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-024-01711-y
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        Text: English
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        StartPage: 1717
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      – SubjectFull: Career development
        Type: general
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      – SubjectFull: Early childhood education
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      – SubjectFull: Job involvement
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      – SubjectFull: Organizational resilience
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      – SubjectFull: Social stigma
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      – TitleFull: Preschool Teachers' Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model.
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            NameFull: Li, Tingting
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            NameFull: Zhao, Ran
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            NameFull: Sun, Wenwen
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              M: 06
              Text: Jun2025
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              Y: 2025
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